Nassau BOCES
Board of Cooperative Educational Services
2006-2007 Report Card
 

Table of Contents

Component/Non-Component District List

Indicators of BOCES Performance
Career & Technical Education
Alternative Education
Adult Career & Technical Education
Adult Basic Education

Special Education
Special Education Enrollment and Tuition in BOCES Programs
State Testing Program

Professional Development
Technology Services
School Library System Services

2006-2007 Expenses


 
Prior editions of the BOCES Report Card included other data representing information on component districts.

The following data were not included in this report.
- State Testing Program for All Component Districts
- Graduation Results
- Regents Examinations


 


 Nassau BOCES
 2890

Component Districts
 		  
BALDWIN UFSD
BELLMORE UFSD
BELLMORE-MERRICK CSD
BETHPAGE UFSD
CARLE PLACE UFSD
EAST MEADOW UFSD
EAST ROCKAWAY UFSD
EAST WILLISTON UFSD
ELMONT UFSD
FARMINGDALE UFSD
FLORAL PK-BELLEROSE UFSD
FRANKLIN SQ UFSD
FREEPORT UFSD
GARDEN CITY UFSD
GLEN COVE CITY SD
GREAT NECK UFSD
HEMPSTEAD UFSD
HERRICKS UFSD
HEWLETT WOODMERE UFSD
HICKSVILLE UFSD
ISLAND PARK UFSD
ISLAND TREES UFSD
JERICHO UFSD
LAWRENCE UFSD
LEVITTOWN UFSD
LOCUST VALLEY CSD
LONG BEACH CSD		 MALVERNE UFSD
MANHASSET UFSD
MASSAPEQUA UFSD
MERRICK UFSD
MINEOLA UFSD
NEW HYDE PK-GRDN CITY PK UFSD
NORTH BELLMORE UFSD
NORTH MERRICK UFSD
NORTH SHORE CSD
OCEANSIDE UFSD
OYSTER BAY-EAST NORWICH CSD
PLAINVIEW-OLD BETHPAGE CSD
PORT WASHINGTON UFSD
ROCKVILLE CENTRE UFSD
ROOSEVELT UFSD
ROSLYN UFSD
SEAFORD UFSD
SEWANHAKA CENTRAL HS
SYOSSET CSD
UNIONDALE UFSD
VALLEY STREAM CENTRAL HS
VALLEY STREAM HEMP 13 UFSD
VALLEY STREAM HEMP 24 UFSD
VALLEY STREAM HEMP 30 UFSD
WANTAGH UFSD
WEST HEMPSTEAD UFSD
WESTBURY UFSD

 



Career & Technical Education (CTE)

BOCES CTE classes, offered primarily on a half-day basis, prepare high school students from component districts for skilled work force careers.  Most CTE programs require two years to complete.  Data Source: BOCES Survey
 

 

General Education Students

Students with Disabilities

General Education Students

Students with Disabilities

Number of 11th/12th grade students enrolled in a CTE two-year sequence:

2005-06

2005-06

2006-07

2006-07

          First-year students ……………………….

324

198

282

235

          Second-year students …………………….

293

182

348

205

          Second-year students completing ………..

283

172

344

198

Number of 11th/12th grade students enrolled in one-year programs:

 

 

 

 

          “New Vision” ……………………………

0

0

0

0

          Other one-year programs ………………..

69

29

44

27




* Data Include General Education and Students with Disabilities.  Data Source: BOCES Survey and Basic Education Data System
 



Performance of Career & Technical Education (CTE) Students
Who Graduated in 2006

BOCES collects student performance data from component districts for students who participate in CTE BOCES programs.  The data in the chart are based upon total program completers (general education and students with disabilities.)  Data Source: CTEDS-2

Status of Career & Technical Education (CTE) Students
Who Graduated in 2006

BOCES Surveys CTE graduates within one year after program completion to determine if they are employed or continuing their education.  Data Source:  CTEDS-2 Report
 



Alternative Education

BOCES operates full-day and/or half-day programs for general-education students who have been identified as having special needs not being met in school district programs.  Programs may include academics, vocational skills, work-study, specialized activities or a combination of these.  The BOCES Report Card includes alternative education program enrollment and outcome data for students in grades 5 through 8, as well as students in programs leading to high school diplomas or high school equivalency diplomas.  Data Source: BOCES Survey
 


Alternative Education Outcomes

The objective of the alternative education program is to retain students until they graduate or return to a regular school setting.  Students counted as leaving programs may have done so for a variety of reasons including relocation, medical problems, childcare, incarceration or entering other education programs.  Data Source: BOCES Survey

 

Grades 5-8

Grades 9-12 Programs Leading to HS Diploma

Grades 9-12 Programs Leading to HS Equivalency Diplomas

Number of students who:………………………

Full-day

Half- day

Full-day

Half- day

Full-day

Half- day

  returned to a school district program ………...

0

0

63

34

7

0

  remained in the BOCES program ………...….

0

0

64

0

10

0

  left the program and did not enter another

  district or BOCES program (dropouts) ……...

0

0

18

0

1

0

  are waiting for GED exam results ……….….

 

 

 

 

3

0

  received high school diplomas ……………...

 

 

   69

0

 

 

  received high school equivalency diplomas …

 

 

 

 

24

0


 



Adult Career and Technical Education (CTE)

Adult CTE programs enhance academic and workplace skills and enable participants to gain employment or career advancement.  Data Source: Adult Allies

 

 

This BOCES

Statewide Average

2005-06 Adult CTE Program Results

Count

Percentage

Percentage

All CTE Programs

 

 

 

     Number Enrolled

767

 

 

     Number who Left Prior to Completion

 68

8.9%

17.2%

     Number who Completed

664

86.6%

73.6%

          Completed and Status Known

609

83.2%

71.3%

          Completed and were Successfully Placed*

529

86.9%

90.6%

Non-Traditional Programs

 

 

 

     Under-Represented Gender Members Enrolled

25

4.9%

10.1%

     Under-Represented Gender Members Who Completed

19

4.3%

9.4%

* Successfully Placed means placed in employment, the military or in additional education.


Adult Basic Education
Based on data reported for the National Reporting System (NRS) for adult education programs, enrollment in adult basic education programs for 2006-2007 was 767

 Educational Gain
Under the NRS, educational gain is the primary goal for students in adult beginning/intermediate programs, adult secondary (low) programs, and in English for speakers of other languages programs.   Students are counted as achieving educational gain if they exceed established reference points in their standardized test scores between enrollment and re-testing.

Educational Program

Enrollment

Educational Gain

2004-05

2005-06

2006-07

2004-05

2005-06

2006-07

 

 

 

 

Percent

 

Percent

 

Percent

Adult Beginning/ Intermediate

N/A

379

396

N/A

0.0%

112

30.0%

111

28.0%

Adult Secondary (Low)

N/A

31

25

N/A

0.0%

6

19.0%

9

36.0%

ESOL

N/A

2263

1365

N/A

0.0%

938

41.0%

  526

38.5%

Other Outcomes (2003-04 through 2006-07)
The following outcome measures are consistent with the National Reporting System (NRS) for adult education.  Students in adult secondary (high) programs are considered to have a primary goal of obtaining a secondary or high school equivalency diploma.  For all other outcomes, the student achievements correlate to the students indicating those goals at intake.

Other Outcomes

Students with Goal

Students Achieving Goal

2004-05

2005-06

2006-07

2004-05

2005-06

2006-07

 

 

 

 

Percent

 

Percent

 

Percent

Entered employment

N/A

3

19

N/A

0.0%

0

0.0%

17

89.5%

Retained employment

N/A

0

22

N/A

0.0%

0

0.0%

22

100%

Obtained a secondary or high school equivalency diploma

N/A

11

8

N/A

0.0%

6

55.0%

8

100%

Entered post-secondary education or training

N/A

2

8

N/A

0.0%

0

0.0%

6

75.0%

 



Special Education Enrollment and Tuition

When placing students, districts select among classrooms with different student/staff ratios consistent with each student’s Individualized Education Program (IEP).  The following are four of the alternatives:
                                    o               12 students per teacher plus one paraprofessional (12:1:1)
                                    o               6 students per teacher plus one paraprofessional (6:1:1)
                                    o               12 students per teacher plus four paraprofessionals (12:1+1:3)
                                    o               8 students per teacher plus 1 paraprofessional (8:1:1)

An addendum of enrollment and tuition information will be attached to this report if this BOCES provides other options of student/staff ratios.

Tuition rates exclude the costs of related services, preschool and summer school programs.  BOCES with multiple tuition rates for a program have calculated an average rate.  Data source: 602 Report

Enrollment Trends

 

2004-05

2005-06

2006-07

9:1:1

N/A

N/A

66

9:1:2& 6:1:2

1221

1184

1069

6:1:1

410

394

433

12:1:1*&12:1:2

101

82

78


Tuition Rates Per Student
2004-05 through 2006-07


* There were no 12:1:1 students in 2006-2007
 



State Testing Program
2006-2007 School Year

These data are results of State assessments for students enrolled in BOCES programs.
Data Source: nySTART

State Assessment

Counts of Students Tested

Percentage of Students Tested

No Valid Score

Level 1

Level 2

Level 3

Level 4

Total

Level 2-4

Level 3-4

 

 

 

 

 

Percent

Percent

 

Grade 3

 English Language Arts

14

9

6

0

29

51.7%

20.7%

1

Grade 4

 English Language Arts

12

13

6

0

31

61.3%

19.4%

1

Grade 5

 English Language Arts

12

10

5

0

27

55.6%

18.5%

0

Grade 6

 English Language Arts

12

9

10

0

31

61.3%

32.3%

4

Grade 7

 English Language Arts

26

12

5

0

43

39.5%

11.6%

1

Grade 8

 English Language Arts

25

31

11

0

67

62.7%

16.4%

2

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

4

12

13

0

29

86.2%

44.8%

0

Grade 4

Mathematics

14

5

11

2

32

56.3%

40.6%

0

Grade 5

Mathematics

9

12

6

0

27

66.7%

22.2%

0

Grade 6

Mathematics

22

8

7

0

37

40.5%

18.9%

1

Grade 7

Mathematics

26

13

2

0

41

36.6%

4.9%

4

Grade 8

Mathematics

53

9

3

0

65

18.5%

4.6%

4

 

Level 4

These students exceed the standards and are moving toward high performance on the Regents examination.

Level 3

These students meet the standards and, with continued steady growth, should pass the Regents examination.

Level 2

These students need extra help to meet the standards and pass the Regents examination.

Level 1

These students have serious academic deficiencies.

 



Performance of Students with Severe Disabilities on the
New York State Alternate Assessment (NYSAA)
2006-2007 School Year

Data Source: nySTART

State Assessment

Counts of Students Tested

Percentage of Students Tested

No Valid Score

Level 1

Level 2

Level 3

Level 4

Total

Level 2-4

Level 3-4

Percent

Percent

Grade 3

 English Language Arts

0

13

16

14

43

100.0%

69.8%

1

Grade 4

 English Language Arts

      1

17

14

5

37

97.3%

51.4%

1

Grade 5

 English Language Arts

0

3

29

20

52

100.0%

94.2%

2

Grade 6

 English Language Arts

2

9

27

9

47

95.7%

76.6%

0

Grade 7

 English Language Arts

1

15

26

25

67

98.5%

76.1%

1

Grade 8

 English Language Arts

1

9

28

30

68

98.5%

85.3%

0

High School

English Language Arts

0

6

30

37

73

100.0%

91.8%

2

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

7

17

19

43

100.0%

83.7%

1

Grade 4

Mathematics

0

6

16

15

37

100.0%

83.8%

1

Grade 5

Mathematics

1

7

14

30

52

98.1%

84.6%

2

Grade 6

Mathematics

2

12

27

6

47

95.7%

70.2%

0

Grade 7

Mathematics

2

13

32

20

67

97.0%

77.6%

1

Grade 8

Mathematics

1

19

40

8

68

98.5%

70.6%

0

High School

Mathematics

5

19

25

23

72

93.1%

66.7%

3


Level 4

These students exceed the standards and are moving toward high performance on the Regents examination.

Level 3

These students meet the standards and, with continued steady growth, should pass the Regents examination.

Level 2

These students need extra help to meet the standards and pass the Regents examination.

Level 1

These students have serious academic deficiencies.


 

 
Professional Development
2006-2007 School Year
 

Data Source: BOCES Survey

BOCES provided training for a minimum of one or more full instructional days in the following areas:

Number of Participants:

Districts

Teachers

Principals

Paraprofessionals

Other

Site Based Educational Planning

0

0

0

0

0

District Based Educational Planning

0

0

0

0

0

High School Graduation Requirements

0

4

0

0

0

Learning Standards (ELA, MST, etc.)

90

1,631

137

22

150

Data Management and Analysis

11

510

0

0

0

Integrating Technology into Curricula & Instruction

101

68,402

2

0

30

Interdisciplinary Teaching (including integration of career technology & academics)

264

0

0

0

0

Middle Level Education Academic and Youth Development

0

0

0

0

0

Career and Technical Education

0

0

0

0

0

Instructional Strategies

93

650

284

12

15

Parent Training

0

0

0

0

0

Special Education Issues

0

10

2

0

2

Leadership Training

0

0

3

0

2

Special Education Training Resource Center (SETRC)

32

21

15

0

33

Other

137

351

99

3

57

 



 
Technology Services
2006-2007 School Year
 

Data Source: BOCES Survey

BOCES provides technology services to district and BOCES staff and students.

Districts

Professionals

Teachers

Administrators

Students

Distance Learning

 

 

 

Instructional Computing

38

17,230

143,953

Computer/Audio Visual Repair

40

0

 

Library Automation/Software

 

 

 

LAN Installation/Support

39

17,920

150,992

Distributed Process Technicians

33

13,909

116,681

Guidance Information

0

0

0

Administrative Computer Services

41

18,851

 

Administrative Training

32

14,064

 

 

 
School Library Systems (SLS)
 

School Library Systems are state-aided programs set forth in Education Law and regulations of the Commissioner of Education. Each BOCES acts as the educational agency that sponsors the program to provide vital library and information resources to public and nonpublic schools. Each system operates under an approved long range plan of service. Some of the key functions of SLS are: to provide leadership and training through professional development activities; enrich the NYS Learning Standards by providing information literacy awareness and skills; facilitate resource-sharing among its member school libraries; promote advances in technology for information storage and retrieval; focus on cooperative collection development of member school library materials; address the information needs of special client groups; and participate in regional library issues with the public, academic, special and other school libraries. Students, teachers and administrators in each BOCES service area benefit from the programs and services of the school library system.  Data Source: SLS Annual Report


2006-2007 Expenses
 

Data Source: SA111, schedule 2A

Administrative Expenses (Excluding Supplemental Retirement
& Other Post Retirement Benefits) ………………………………………………  $8,749,290.33

Supplemental Retirement & Other Post Retirement Benefits……………..…………$7,554,426.67

Capital Expenses…………………………………………………………………. $8,855,729.43          

Total Program Expenses……………………………………………………….  $200,968,364.57
 

Total Expenses…………….…………………………………………………. $ 226,127,811.00  

 *Excludes Supplemental & Other Post Retirement Benefits